The transition from early intervention to early childhood special education is only one of the many transitions that children with disabilities and their families will face throughout their lives (Individuals with Disabilities Education Act, 2004). This transition, however, can be particularly difficult for children and parents (Hanson et al., 2000). For some parents, it happens quite soon after they first learn that their child has a disability or at a time when they have just begun to understand the long-term consequences of their child's diagnosis. These difficulties have sparked a growing concern for special educators. This article describes how interagency collaborations among the early intervention (EI) agency, the local education agency (LEA), and community preschools can result in system-level changes that support family-centered transition practices for families with children who are transitioning from early intervention to early childhood special education (ECSE) at age 3. It focuses on vertical transitions (e.g., moving from the hospital to EI to early childhood services across time), specifically, those that occur when children transition from EI to ECSE. It presents three vignettes which illustrate how interagency collaboration among an EI agency, LEA, and three different community preschools can be used to support transition practices that lead to seamless, stress-free transition for children and families. (Contains 4 tables.)